An analysis of challenging behavior, comorbid psychopathology, and Attention-Deficit/Hyperactivity Disorder in Fragile X Syndrome

Newman, Isabel; Leader, Geraldine; Chen, June L.; Mannion, Arlene

doi:10.1016/j.ridd.2014.11.003

Cited by 41 publications

(28 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results found that 60% of the participants enrolled in the special education school exhibited some type of CB. Consistent with previous research (e.g., Lowe et al 2007), the most prevalent CB was disruptive behavior (84.6%; n = 104) with high rates of prevalence found for aggression, stereotypy, noncollaboration, and self-injury (e.g., Lowe et al 2007;McTiernan et al 2011;Newman et al 2015). In our study, the prevalence rates for these behaviors were 71.5% for aggression, 64.2% for noncollaborative behavior, 55.3% for stereotypic behavior, and 47.2% for self-injurious behavior.…”

Section: Discussionsupporting

confidence: 88%

“…These studies have usually focused on a specific behavior, such as aggressive behavior (e.g., Pavlovic et al 2013) or self-injurious behavior (e.g., Symons et al 2003), or on a specific disability or disorder, such as autism spectrum disorder (ASD; e.g., Hartley et al 2008;Jang et al 2011). Overall, research has found that the prevalence rates of aggressive and self-injurious behaviors range, respectively, from 10.8 and 5.3% (children with ID; Ruddick et al 2015) to 85 and 80% (participants with fragile X syndrome; Newman et al 2015). Other studies have reported prevalence ranges from 92% for children with ASD and ID (McTiernan et al 2011) to 100% (Newman et al 2015) for stereotypic behavior and prevalence rates of 70% in a sample of children and adolescents with learning disabilities exhibiting disruptive behaviors (Lowe et al 2007).…”

Section: Introductionmentioning

confidence: 99%

“…Overall, research has found that the prevalence rates of aggressive and self-injurious behaviors range, respectively, from 10.8 and 5.3% (children with ID; Ruddick et al 2015) to 85 and 80% (participants with fragile X syndrome; Newman et al 2015). Other studies have reported prevalence ranges from 92% for children with ASD and ID (McTiernan et al 2011) to 100% (Newman et al 2015) for stereotypic behavior and prevalence rates of 70% in a sample of children and adolescents with learning disabilities exhibiting disruptive behaviors (Lowe et al 2007). Moreover, some studies have explored the extent to which some participants display more than one type of behavior (e.g., McTiernan et al 2011, Murphy et al 2009).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Prevalence and Risk Markers of Challenging Behavior Among Children with Disabilities

Simó-Pinatella

Mumbardó‐Adam

Montenegro-Montenegro

et al. 2017

Adv Neurodev Disord

View full text Add to dashboard Cite

Children with disabilities are more likely to engage in some form of challenging behavior. The present study sought to investigate the prevalence of challenging behaviors, such as aggressive/destructive or stereotypic behavior, and identify those personal and contextual risk markers associated with the occurrence of challenging behaviors. A total of 205 children with intellectual disability enrolled in a special education school participated in this study. Fifteen professionals participated in this study and responded to two questionnaires via an interview format. Of the sample, 60% were identified as displaying some form of challenging behavior. Both personal and environmental factors within this school were identified as significant predictors of at least one form of behavior. Findings highlight the need to invest in further research to identify personal and environmental variables that may act as risk markers for challenging behaviors in a specific educational setting to customize the services and supports provided.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Prevalence and Risk Markers of Challenging Behavior Among Children with Disabilities

Simó-Pinatella

Mumbardó‐Adam

Montenegro-Montenegro

et al. 2017

Adv Neurodev Disord

View full text Add to dashboard Cite

show abstract

“…The exact prevalence of problem behaviors is needed to gauge the types, quality, impact, and numbers of services needed, when creating more preventive and sustainable environments in which children and youth can develop. When conducting this type of research among children without disabilities, studies have usually focused on a particular form of behavior (e.g., Domènech-Llaberia et al 2008), whereas when including children with disabilities, different forms of problem behavior have usually been studied according to a specific disability type (e.g., Didden et al 2007;Farmer and Aman 2011;Newman et al 2015). Few studies have explored the prevalence of problem behavior including both children with and without disabilities thus (i.e., Pavlovic et al 2013;Richdale et al 2000).…”

Section: Introductionmentioning

confidence: 99%

“…Second, studies used a wide range of instruments such as the Achenbach System of Empirically Based Assessment (Achenbach and Rescorla 2001;e.g., Paterson et al 2007) when exploring the prevalence of problem behavior among children without disabilities, and the Problem Behavior Inventory (BPI; Rojahn et al 2001) with children with disabilities (e.g., Newman et al 2015). Some studies have also used a combination of items from different scales (e.g., Griffin et al 2003) and some others have purposely developed a survey to assess the targeted behavior (e.g., Symons et al 2003).…”

Section: Introductionmentioning

confidence: 99%

Exploring Youth’s Problem Behavior Prevalence in Educational Settings: Piloting the Process

Simó-Pinatella

Mumbardó‐Adam

Lowe

et al. 2017

Adv Neurodev Disord

View full text Add to dashboard Cite

Prevalence studies assessing the problem behavior of children and adolescents with and without disabilities often have methodological limitations (e.g., they use one source of information; participants' responses are subjective), resulting in varying prevalence estimations. The main aim of this study was to pilot a two-step procedure intended to estimate the prevalence of problem behaviors in educational settings in the most accurate manner. Two schools (a special and a regular school) participated in this study, involving a total of 897 students with and without disabilities. Educators, headmasters, and school psychologists were asked to participate in the two-step procedure by answering two questionnaires by interview dealing with their students' problem behaviors. In the first step, informants identified students exhibiting problem behaviors, and in the second one, the type, frequency, and intensity of the identified behaviors were explored. Results indicated that the two-step piloted procedure helped to overcome wrong estimations of problem behavior prevalence, which were found to be 1.58 and 60% in regular and special education schools, respectively. Additionally, and perhaps more importantly, results stressed a high variability in prevalence rates depending on the informant asked. Implications for future lines of research are outlined.

show abstract

A single‐session behavioral protocol for successful event‐related potential recording in children with neurodevelopmental disorders

Guy

Black

Hogan

et al. 2021

Developmental Psychobiology

View full text Add to dashboard Cite

Event-related potentials (ERPs) are an ideal tool for measuring neural responses in a wide range of participants, including children diagnosed with neurodevelopmental disorders (NDDs). However, due to perceived barriers regarding participant compliance, much of this work has excluded children with low IQ and/or reduced adaptive functioning, significant anxiety symptoms, and/or sensory processing difficulties, including heterogeneous samples of children with autism spectrum disorder (ASD) and children with fragile X syndrome (FXS). We have developed a behavioral support protocol designed to obtain high-quality ERP data from children in a single session. Using this approach, ERP data were successfully collected from participants with ASD, FXS, and typical development (TD). Higher success rates were observed for children with ASD and TD than children with FXS. Unique clinical-behavioral characteristics were associated with successful data collection across these groups. Higher chronological age, nonverbal mental age, and receptive language skills were associated with a greater number of valid trials completed in children with ASD. In contrast, higher language ability, lower autism severity, increased anxiety, and increased sensory hyperresponsivity were associated with a greater number of valid trials completed in children with FXS. This work indicates that a "one-size-fits-all" approach cannot be taken to ERP research on children with NDDs, but that a single-session paradigm is feasible and is intended to promote increased representation of children with NDDs in neuroscience research through development of ERP methods that support inclusion of diverse and representative samples.

show abstract

An analysis of challenging behavior, comorbid psychopathology, and Attention-Deficit/Hyperactivity Disorder in Fragile X Syndrome

Cited by 41 publications

References 38 publications

Prevalence and Risk Markers of Challenging Behavior Among Children with Disabilities

Prevalence and Risk Markers of Challenging Behavior Among Children with Disabilities

Exploring Youth’s Problem Behavior Prevalence in Educational Settings: Piloting the Process

A single‐session behavioral protocol for successful event‐related potential recording in children with neurodevelopmental disorders

Contact Info

Product

Resources

About